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National Foundations, Inc A private non-profit community service organization started in 1992 provides comprehensive before and after-school cultural and educational enrichment programs in 22 urban sites, mostly schools. A preliminary evaluation conducted in 1998 by the Rand Corporation looked at programs at six elementary schools and their short term (four month) impact on reading and math.69 This program includes a curriculum emphasizing academic subjects as well as experience designed to foster physical and emotional health. Students are taken on field trips, helped with homework, and exposed to computers. Compared to non-participants, 4th grade students who were exposed to the Foundations program improved significantly in reading and language arts. Students in grades 1, 2, and 3 (for whom there were no comparison groups) also showed large gains in scores but not 5th graders. Large differences were found between the schools, with one school showing substantial improvement and another showing very low levels. The researchers point out that the short time frame and the lack of an adequate comparison group limit the validity of this research. Contact: Rhonda Lauer, 609-727-8000 Local Austin, Texas After-School Recreation Programs Beginning in 1992, Austin school system, Austin Parks and Recreation Department, and Austin Interfaith collaborated with Austin City Council to fund and operate after-school programs in low-income communities. During the 1994-95 school year, when the program was expanded to 20 schools, Dwayne Baker and Peter Witt conducted an evaluation in two of the sites for grades 3 - 6.70 Participants were compared with non-participants, and by number of activities pursued. Participants, especially those who were involved in high numbers of activities, had higher test scores for math, science and reading than non-participants. No significant impact was found on behavioral measures or self-esteem, probably reflecting the academic focus of the program. Contact: Texas Interfaith Education Fund, 512-459-6651 Chicago lighthouse program71 The Chicago Board of Education supports a system wide after-school tutoring and homework program. Teachers supervise classes of 15 students. Following one hour of intensive instruction, students get one hour of recreation and a meal. In 1998-99, 314 schools participated. This program is targeted toward failing students, to prevent grade retention. The most significant achievements of the program have been improved scores on the Iowa Test of Basic Skills. Of the original 40 schools (1996-97), 39 showed increased reading scores and 30 increased math scores. Of the 248 schools in 1997-98, 205 showed increases in reading and 194 increases in math. 23 schools that were on probation (below 15% level in reading) were taken off as a result of improvements shown in this program. Contact: 773-553-2150 Ohio urban school initiative school age care project (SACC) In Ohio, 17 urban school districts have been funded by the Ohio Department of Human Services to develop childcare programs at 125 centers in conjunction with local agencies. An evaluation conducted by the University of Cincinnati found the following:72 4th and 6th graders in SACC programs scored higher than students in other schools on proficiency tests in all subjects but science. The most significant gains were in reading. School absences and tardiness were reduced for participating students and they were more likely to turn in homework, according to teachers and parents. Suspensions and expulsions were reduced. Participants spent more hours in safe, supervised environments. Parents reported better access to their jobs as a result of affordable childcare. The provision of food was an important magnet in drawing children to the program. Contact: William Dolan, Ohio Hunger Task Force, 614-341-7700, dolan@ohtf.org LA's best after school program, Los Angeles, California Implemented in 1988, LA's Best, a non-profit agency, is jointly supported by city, school, and community agencies. The K-6 program is now in about 22 schools. An evaluation was conducted for the period of 1992-94 at 10 of the then operating 19 sites.73 Children who had participated for two or more years were compared with non-program children from the same schools. Although program children started out behind others, after two years of participating in LA's Best, they "caught up" with the others. For a smaller group, the program children had higher grade point averages after participation. Participants reported expanded social resources, greater feelings of safety, higher expectations, and greater motivation and enthusiasm for school. Homework help appeared to be a major factor in success along with the safe and supportive environment. A long-term impact study is currently underway. Contact: Carla Sanger, 213-847-3681 The after-school corporation initiative (TASC) open society institute, New York City After-school programs 5 days 3-6 at about 84 sites in New York City and area An evaluation is being conducted by the Policy Studies Associates. Preliminary findings suggest that the participating students reflect the school populations in which the programs are located. They had slightly higher performance and attendance records than non-participants. Students in projects with high attendance rates reported that they were more likely to finish their homework, feel safe after school, and learn to use English. Parents were helped to work more hours because of this access to child care. Contact: Lucy Friedman, 212-547-6955 Virtual Y, New York City The YMCA of Greater New York initiated an after-school program in 66 elementary schools for children in grades 2-4. Programs, staffed largely by youth workers, were limited in size to 50 children. The National Center for Schools and Communities at Fordham University was contracted by the YMCA to conduct a 3-year evaluation, beginning in the 1997-98 school year, looking at needs, implementation, behavioral outcomes, and academic outcomes. The 1997-98 report on behavioral outcomes was based on a survey of the participants' public school teachers.74 Prior to participation, nearly 85% of the children served in the program evidenced some behavioral problem (scales measuring 8 factors such as motivation, learning skills, acting out, social skills, etc.). Post-tests (surveys of teachers) showed statistically significant improvement in the reported behavior of participating children on all eight scales. The researchers found a strong relationship between the quality of the Y programs and the extent of child-level improvements. To evaluate the impact of the program on student performance, the Virtual Y participants were compared to comparison group children in other program sites.75 Because of difficulty tracking attendance records, findings were limited. Virtual Y children appeared to have slightly higher school attendance, but not significantly so; not much difference in reading scores, and somewhat higher math scores. The researchers summarized their findings, pointing out the very small sample size of groups, but noting the pattern of results: of 17 statistical tests, Virtual Y children out-performed the children in comparison groups, but only 8 of the tests showed statistically significant results. Contact: Jill Karp, 212-630-9629, jkarp@ymcanyc.org, http://www.ymcanyc.org/programs/index.html | |||||
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